Critical Whiteness as a Professional Approach to Inclusive Teaching in Teacher Education

authored by

Anne Sophie Schröter-Brickwedde, Britta Konz

Abstract

Teachers are in a powerful position in the context of education in schools. They produce and reproduce norms and expectations of normality in relation to their students and their diversity. This does not mean intentional exclusion, but processes that are subtle. However, these processes can have an immense impact on students’ educational careers, achievement, well-being, and participation. Therefore, inclusive education in schools requires a professionalisation of teacher education at universities, where future teachers are sensitised in dealing with inequality dimensions. While dimensions such as gender and disability have received attention for a long time, the dimension race and the significance of racist structures and dynamics in education have only recently come into focus in the German discourse. In this chapter, Critical Whiteness will be discussed as a professional approach to inclusive teaching in higher education.

Organisation(s)

Institute of Education for Special Needs

External Organisation(s)

Johannes Gutenberg University Mainz

Type

Contribution to book/anthology

Pages

182-195

No. of pages

14

Publication date

2023

Publication status

Published

Peer reviewed

Yes

Sustainable Development Goals

SDG 4 - Quality Education

Electronic version(s)

https://doi.org/10.4018/978-1-6684-7370-2 (Access: Closed)